Introduction to CPL in RTAPs
Registered Teacher Apprenticeship Programs (RTAPs) are designed to help an apprentice master the skills and competencies of the teaching profession. Some apprentices may enter the program with relevant prior experience and/or postsecondary coursework, and RTAPs can grant credit and advanced standing to these apprentices in recognition of their existing knowledge and skills.
In RTAPs, learning happens on the job, not just in educator preparation courses, and many apprentices bring years of experience and prior learning to the program. Because on-the-job learning can happen before and during the RTAP, it is beneficial to create a formal process to recognize and grant credit for both. RTAPs are a form of postsecondary education, and RTAP sponsors and their partners may be able to apply or adapt existing state-level and/or institution of higher education (IHE) credit for prior learning (CPL) policies to RTAPs for both coursework and on-the-job learning.
The ideal time to develop CPL policies and processes is during the initial design and development of the RTAP—before the program is launched. However, existing programs can incorporate CPL policies when a new cohort of apprentices begins.
As a reminder, RTAP structures can differ greatly, including the organization that serves as the RTAP sponsor and which organizations are partners in an RTAP. When reviewing this resource, keep in mind the structure of your RTAP and the roles of your partners, and tailor the suggestions and questions for consideration to fit your RTAP’s context.
Why Grant Credit for Prior Learning in RTAPs?
RTAPs are a path into the teaching profession for apprentices who bring valuable knowledge and skills from previous coursework, work experiences in other occupations, and/or school-based experience supporting instruction in classrooms and schools. When teacher candidates are enrolled in RTAPs that include CPL, they can demonstrate and receive credit for the existing expertise they have gained from their varied backgrounds.
CPL provides numerous advantages, including the following:
- Time savings
- Cost efficiency
- Recognition of experience
- Increased accessibility for nontraditional students
What Are the Aspects of RTAPs for Which CPL Can Be Awarded?
CPL can be awarded for multiple components of RTAPs, including supplemental education, on-the-job training or learning, and/or credit hours toward a degree.
- Supplemental education, also known as related technical instruction or related instruction, is coursework that apprentices need to successfully meet all state and teacher preparation program standards to earn teacher licensure/certification through a state-accredited preparation program.
- On-the-job training or learning (OJT/OJL) refers to the time apprentices spend learning on the job with a journey worker (mentor), during which they learn and demonstrate specific competencies (specific technical skills and knowledge that are directly related to the occupation) as determined by the program.
- If an RTAP leads to degree attainment, credit toward a degree refers to coursework needed to meet degree requirements.
Who Determines CPL Policies in an RTAP?
The U.S. Department of Labor identifies the apprenticeship sponsor as the entity that operates and administers a Registered Apprenticeship Program. The sponsor, in collaboration with partners like institutions of higher education and others, will determine CPL policies for RTAPs. Sponsors should consider collaborating with partners such as:
- Institutions of higher education/educator preparation programs
- Districts/employers
- State agency staff (e.g., state licensure directors, labor or apprenticeship)
- Unions
- Other professional associations
Partner organizations bring various expertise and experience that will be valuable to the development of CPL policies for RTAPs to ensure alignment with state and institution CPL policy, educational standards for licensure, workforce needs, and program goals. For example, institutions of higher education/educator preparation programs with which a sponsor works may have varying established CPL policies, and understanding those policies at the onset will provide for greater success in development and implementation.
Determining CPL policies for RTAPs is an iterative process, so it will be important for sponsors to foster these relationships in an ongoing manner to ensure that the RTAP CPL policies are in alignment with any shifts in regulations or standards that may occur. For instance, state standards for educator licensure may shift, thus requiring revisiting established CPL policies for RTAPs.
Refer to Section 1 for a more in-depth exploration of this topic.
| Acronym | Definition |
|---|---|
| ACE | American Council on Education |
| AP | Advanced Placement |
| CLEP | College Level Examination Program |
| CPL | Credit for Prior Learning |
| EPPs | Educator Preparation Programs |
| IB | International Baccalaureate |
| IHE | Institution of Higher Education |
| LEA | Local Education Agency |
| MOU | Memorandum of Understanding |
| OJT/OJL | On-the-job Training or On-the-job Learning |
| PLA | Prior Learning Assessment |
| RTAP | Registered Teacher Apprenticeship Program |
Additional Resources
Considerations/Strategic Perspectives
- Awarding Credit Where It’s Due is an article with suggestions related to awarding CPL and which also describes a report developed by the American Association of Collegiate Registrars and Admissions Officers (AACRAO) detailing the state of CPL.
- Enhancing Accessibility and Inclusion: The 2024 Landscape of Credit for Prior Learning in U.S. and Canadian Higher Education is an in-depth report regarding the state of undergraduate CPL within the US and Canada.
- A Guide to Best Practices: Awarding Transfer and Prior Learning Credit from AACRAO serves as a guide for developing and implementing policy related to transfer credit and CPL.
Definitions
- ApprenticeshipUSA’s Teacher Registered Apprenticeship Common Terms is a resource from the U.S. Department of Labor which provides definitions in both labor terms and education terms for comparison and understanding.
